*Exploring Instructional and Interactional Aspects of Process Quality in Preschools and Teachers'… DOI: http://dx.doi.org/10.5772/intechopen.112519*

sustained shared thinking through activities like storytelling, book sharing, singing, and rhymes is crucial. Teachers should also receive training in appropriate assessment practices, including reading with children, to effectively gauge their learning and development.

Based on the interview findings, teachers expressed encountering two significant challenges during their participation in the PD programmes. First, they perceived the theory-oriented and fragmented nature of the training as irrelevant to their actual practice. Second, the passive learning experience, where trainers delivered content without facilitating discussion or hands-on practice, hindered their professional growth. Consequently, the effectiveness of these PD programmes was limited. To address this issue, it is recommended that PD programmes adopt a more practice-oriented approach by providing teachers with relevant examples and ample opportunities to practice newly acquired skills. Encouraging active participation and incorporating hands-on activities during PD sessions would foster more effective professional growth among teachers.
